Relevant bibliographies by topics / 220312 Philosophy of Cognition

Academic literature on the topic '220312 Philosophy of Cognition'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "220312 Philosophy of Cognition"

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Laval, Christian, Mathieu Triclot, and Jean-Pierre Ginisti. "Cognition." Revue de Synthèse 124, no. 1 (December 2003): 320–32. http://dx.doi.org/10.1007/bf02963412.

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Shtulman, Andrew. "How Lay Cognition Constrains Scientific Cognition." Philosophy Compass 10, no. 11 (October 28, 2015): 785–98. http://dx.doi.org/10.1111/phc3.12260.

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Shaw, J. L. "Cognition of cognition part II." Journal of Indian Philosophy 24, no. 3 (June 1996): 231–64. http://dx.doi.org/10.1007/bf01792025.

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Shaw, JL. "Cognition of cognition part I." Journal of Indian Philosophy 24, no. 2 (April 1996): 165–207. http://dx.doi.org/10.1007/bf00157679.

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Wulfemeyer, Julie. "Bound Cognition." Journal of Philosophical Research 42 (2017): 1–26. http://dx.doi.org/10.5840/jpr2017531106.

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Shapiro, Lawrence A. "Embodied Cognition." Philosophical Topics 39, no. 1 (2011): 121–40. http://dx.doi.org/10.5840/philtopics201139117.

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Bishop, Michael A. "Existential Cognition." International Studies in Philosophy 29, no. 4 (1997): 130–31. http://dx.doi.org/10.5840/intstudphil1997294119.

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Pollock, John L. "Evaluative Cognition." Nous 35, no. 3 (September 2001): 325–64. http://dx.doi.org/10.1111/0029-4624.00301.

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Gerken, Mikkel. "OUTSOURCED COGNITION." Philosophical Issues 24, no. 1 (September 23, 2014): 127–58. http://dx.doi.org/10.1111/phis.12028.

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Gooding, David C. "Visual Cognition: Where Cognition and Culture Meet." Philosophy of Science 73, no. 5 (December 2006): 688–98. http://dx.doi.org/10.1086/518523.

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Dissertations / Theses on the topic "220312 Philosophy of Cognition"

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Devitt, Susannah Kate. "Homeostatic epistemology : reliability, coherence and coordination in a Bayesian virtue epistemology." Thesis, Rutgers, The State University of New Jersey, 2013. https://eprints.qut.edu.au/62553/1/62553c.pdf.

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How do agents with limited cognitive capacities flourish in informationally impoverished or unexpected circumstances? Aristotle argued that human flourishing emerged from knowing about the world and our place within it. If he is right, then the virtuous processes that produce knowledge, best explain flourishing. Influenced by Aristotle, virtue epistemology defends an analysis of knowledge where beliefs are evaluated for their truth and the intellectual virtue or competences relied on in their creation. However, human flourishing may emerge from how degrees of ignorance are managed in an uncertain world. Perhaps decision-making in the shadow of knowledge best explains human wellbeing—a Bayesian approach? In this dissertation I argue that a hybrid of virtue and Bayesian epistemologies explains human flourishing—what I term homeostatic epistemology. Homeostatic epistemology supposes that an agent has a rational credence p when p is the product of reliable processes aligned with the norms of probability theory; whereas an agent knows that p when a rational credence p is the product of reliable processes such that: 1) p meets some relevant threshold for belief (such that the agent acts as though p were true and indeed p is true), 2) p coheres with a satisficing set of relevant beliefs and, 3) the relevant set of beliefs is coordinated appropriately to meet the integrated aims of the agent. Homeostatic epistemology recognizes that justificatory relationships between beliefs are constantly changing to combat uncertainties and to take advantage of predictable circumstances. Contrary to holism, justification is built up and broken down across limited sets like the anabolic and catabolic processes that maintain homeostasis in the cells, organs and systems of the body. It is the coordination of choristic sets of reliably produced beliefs that create the greatest flourishing given the limitations inherent in the situated agent.
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Vakarelov, Orlin. "GENERAL SITUATED COGNITION." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202751.

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The dissertation is based on four papers that together offer a theory of General Situated Cognition. The project has two overarching goals: (1) to unify existing foundational approaches to cognition by investigating cognition within the framework of the philosophy of information; (2) to characterize the function of cognition and suggest a general (meta-)framework for cognitive architecture. Two of the papers, "Pre-cognitive Semantic Information" and "The Information Medium", deal primarily with the concept of information. They offer a pragmatic and structural account of information, as well as a novel and more general theory of meaning appropriate for simple, non-linguistic organisms - the interface theory of meaning. The papers lay the theoretical and conceptual machinery needed for the other two papers, "The Cognitive Agent: Overcoming Informational Limitations" and "Information Networks: A Meta-architecture for Situated Cognition", which investigate cognition as a general natural phenomenon. They specify the function of cognition as the mechanism in an organism that overcomes informational deficits. They also offer a broad architecture of cognitive systems based on networks of information media, which encompasses, and thus unifies existing approaches to cognition, such as the computational/symbolic approach, the connectionist approach, the dynamicist approach and the ecological embodied approach.
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Grönroos, Gösta. "Plato on perceptual cognition." Doctoral thesis, Stockholms universitet, Filosofiska institutionen, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-120001.

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The aim of the study is to spell out and consider Plato' s views on perceptual cog­nition. It is argued that Plato is cornrnitted to the view that perceptual cognition can be rational, and that beliefs about the sensible world need not be confused or ill-founded. Plato' s interest in the matter arises from worries over the way in which his fore­runners and contemporaries conceived of perceptual cognition. They conceived of cognitive processes in terms of corporeal changes and attempted to explain perceptual cognition in causal terms. The problem with such accounts, according to Plato, is that they make perceptual cognition an entirely passive process, and seem incapable of accommodating the freedom of reason. Plato's main target is Protagoras' view on cognition and he accuses him of con­flating different cognitive phenomena that ought to be kept apart. More particularly, he suggests that Protagoras' 'man the measure' thesis is based on the conflation of sen se perception (aisthesis), belief (doxa) and appearing (phantasia), and that Protagoras is cornmitted to the view that beliefs are arrived at in a non-rational way. It is shown how Plato takes issue with Protagoras by disentangling these three cognitive phenomena. It is argued that Plato' s way of understanding these notions leaves room for the possibility that reason plays apart in perceptual cognition and that we arrive at beliefs in a rational way. In the course of spelling out the argument, Plato' s views on a number of topics are scrutinised: the perceptual mechanism; the objects of sense perception; perceptual content; the nature of belief; the eon trast between belief and appearing; the nation of reason.
aisthesis, doxa, phantasia, being, reason, Plato, Protegoras
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Van, Wagner Tracy P. "An Integrated Account of Social Cognition in ASD: Bringing Together Situated Cognition and Theory Theory." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1505203102196309.

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Jarvie, A. Max. "Acceptance, belief and cognition." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85170.

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This is a study of a problem in the logic of belief revision. On the assumption of a number of fairly traditional views concerning the relationship between mind and world, the mechanics of perception, and the nature of belief, an argument is made to the effect that revision of extant beliefs is impossible even in the light of new perceptual experience. The argument turns on the ability of a cognitive system to recognize conflict among its thoughts and perceptions. A number of models of the mechanics of perceptual interpretation are explored, all of which are revealed to share a susceptibility to the problem as posed. Certain objections are taken up, the responses to which modify the scope of the original argument; although the problem may yet be said to arise in a number of crucial contexts where its presence is undesirable, some situations are found in which the problem can be dissolved. The problem is then reexamined in light of the epistemological position called fallibilism, with an eye to demonstrating that it arises notwithstanding the highly cautious perspective embodied in that position. A solution to the problem is then offered in the form of a family of model cognitive systems with certain properties. Because the problem is a feature of belief-based cognitive systems, the family of systems offered in arguing for a resolution of the problem is constructed on the notion that cognition, construed as information processing, normally proceeds without any epistemic evaluations being attached either to perceptions in particular or thoughts in general. The non-evaluative propositional attitude employed in normal cognition should, I argue, be what I call acceptance. The propositional attitude of belief, traditionally conceived of as occupying the role now given to acceptance, is accorded an extremely limited scope of application. Epistemic evaluation in general is itself restricted to contexts of decision only, its application arising only
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Lormand, Eric Paul. "Classical and connectionist models of cognition." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/14140.

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Sommerlatte, Curtis. "The central role of cognition in Kant's transcendental deduction." Thesis, Indiana University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111945.

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I argue that Kant’s primary epistemological concern in the Critique of Pure Reason’s transcendental deduction is empirical cognition. I show how empirical cognition is best understood as “rational sensory discrimination”: the capacity to discriminate sensory objects through the use of concepts and with a sensitivity to the normativity of reasons. My dissertation focuses on Kant’s starting assumption of the transcendental deduction, which I argue to be the thesis that we have empirical cognition. I then show how Kant’s own subjective deduction fleshes out his conception of empirical cognition and is intertwined with key steps in the transcendental deduction’s arguments that the categories have objective validity and that we have synthetic a priori cognition.

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Akagi, Mikio Shaun Mikuriya. "Cognition in practice| Conceptual development and disagreement in cognitive science." Thesis, University of Pittsburgh, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10183682.

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Cognitive science has been beset for thirty years by foundational disputes about the nature and extension of cognition—e.g. whether cognition is necessarily representational, whether cognitive processes extend outside the brain or body, and whether plants or microbes have them. Whereas previous philosophical work aimed to settle these disputes, I aim to understand what conception of cognition scientists could share given that they disagree so fundamentally. To this end, I develop a number of variations on traditional conceptual explication, and defend a novel explication of cognition called the sensitive management hypothesis.

Since expert judgments about the extension of “cognition” vary so much, I argue that there is value in explication that accurately models the variance in judgments rather than taking sides or treating that variance as noise. I say of explications that accomplish this that they are ecumenically extensionally adequate. Thus, rather than adjudicating whether, say, plants can have cognitive processes like humans, an ecumenically adequate explication should classify these cases differently: human cognitive processes as paradigmatically cognitive, and plant processes as controversially cognitive.

I achieve ecumenical adequacy by articulating conceptual explications with parameters, or terms that can be assigned a number of distinct interpretations based on the background commitments of participants in a discourse. For example, an explication might require that cognition cause “behavior,” and imply that plant processes are cognitive or not depending on whether anything plants do can be considered “behavior.” Parameterization provides a unified treatment of embattled concepts by isolating topics of disagreement in a small number of parameters.

I incorporate these innovations into an account on which cognition is the “sensitive management of organismal behavior.” The sensitive management hypothesis is ecumenically extensionally adequate, accurately classifying a broad variety of cases as paradigmatically or controversially cognitive phenomena. I also describe an extremely permissive version of the sensitive management hypothesis, arguing that it has the potential to explain several features of cognitive scientific discourse, including various facts about the way cognitive scientists ascribe representations to cognitive systems.

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Cassidy, Joseph P. "Extending Bernard Lonergan's ethics: Parallel between the structures of cognition and evaluation." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/10039.

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This dissertation is concerned with the foundations of ethical decision-making. It argues that a study of Bernard Lonergan's works on the human good can lead to a heightened awareness of what it means to take responsibility for our being responsible. Just as Lonergan suggested that we turn to the subject and pay attention to how we know in order to understand what we know, so this dissertation attends to how we make decisions. In so doing, responsible decision-making is understood not as one discrete act, but as a process that includes a series of evaluative operations. The dissertation explains Lonergan's levels of the good, and on that basis identifies and explains a structure of three evaluative operations--desiring, deliberating on possibilities, and evaluating/judging the preferability of possibilities for action--which are parallel to Lonergan's three cognitional operations of experiencing, understanding and judging. From there, the study asks whether the three evaluative operations ought to be distinguished from their cognitional counterparts. The question is addressed by noting how Lonergan distinguished levels of operations and/or levels of consciousness. The conclusion is that the same arguments that Lonergan used to identify cognitional operations and cognitional structure can be used to identify evaluative operations and evaluative structure. From there, one of the hallmarks of Lonergan's approach to ethics is considered: namely his claim that values are apprehended in feelings. Lonergan's treatment of value judgements is discussed. A similarity to Kantian ethics is adduced by claiming that the rationality that Kantian ethics grasps is the need for sustainable systems. This same emphasis can be found in the works of Kenneth Melchin. Given that this approach is conspicuously at odds with the positivist position on the irreducibility of the good, the differences between that position and a Lonerganian approach are discussed, the conclusion being that a Lonerganian approach has stronger empirical grounding that the positivist approach. A clarification is then made concerning the supposed virtual unconditionality of value judgements. In contrast to the claims of many Lonerganian scholars, it is argued that this is not an apt way of characterizing value judgements, nor was it favoured by Lonergan. Lonergan's work on self-transcendence as the criterion of the good is then studied. Self-transcendence is explained precisely in the ways that each level of operations sublates previous levels of operations. Two topics of special concern to Lonergan are then reviewed in the light of evaluative structure: bias is explained in terms of getting the order of sublations "wrong"; and conversion is explained in terms of getting the order of sublations "right." The dissertation concludes with an exploration of Lonergan's and Frederick Crowe's explanation of an above downwards dynamism operating in human development. The conclusion applies the dissertation's findings to debates between deontologists and teleologists, arguing for the complementarity of the approaches as well as their inadequacy. (Abstract shortened by UMI.)
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Lorenz, Hendrik. "Non-rational practical cognition in Plato and Aristotle." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365631.

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Books on the topic "220312 Philosophy of Cognition"

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Ezquerro, Jesús, and Jesús M. Larrazabal, eds. Cognition, Semantics and Philosophy. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2610-6.

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Schlicht, Tobias. Philosophy of Social Cognition. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-14491-2.

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Unified social cognition. New York: Psychology Press, 2008.

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Embodied cognition. New York: Routledge, 2010.

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1940-, Fetzer James H., ed. Epistemology and cognition. Dordrecht, The Netherlands: Kluwer Academic Publishers, 1991.

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Salmon, Nathan U. Content, cognition, and communication. Oxford: Clarendon Press, 2007.

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Salmon, Nathan U. Content, cognition, and communication. Oxford: Clarendon Press, 2007.

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Witness: A philosophy of cognition. [Lisboa]: Universidade Autónoma de Lisboa, 1996.

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Metaphor, meaning, and cognition. New York: P. Lang, 1993.

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Consciousness and cognition. Oxford: Oxford University Press, 2002.

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Book chapters on the topic "220312 Philosophy of Cognition"

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Palmer, David C. "Cognition." In Behavior Theory and Philosophy, 167–85. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4757-4590-0_9.

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Amato, Peter. "Cognition." In Encyclopedia of African Religions and Philosophy, 130–31. Dordrecht: Springer Netherlands, 2021. http://dx.doi.org/10.1007/978-94-024-2068-5_81.

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Moreno, Alvaro, and Matteo Mossio. "Cognition." In History, Philosophy and Theory of the Life Sciences, 167–93. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9837-2_7.

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Aguilar, Luis Aguado. "Animal Cognition and Human Cognition: A Necessary Dialogue." In Cognition, Semantics and Philosophy, 1–21. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2610-6_1.

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Tomasi, David Låg. "Perception and Cognition." In Critical Neuroscience and Philosophy, 145–216. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35354-4_6.

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Unebe, Toshiya. "Cognition and language:." In History of Indian Philosophy, 446–55. 1 [edition]. | New York : Routledge, 2017. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315666792-45.

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Hutchinson, Phil. "Emotion, Cognition, and World." In Shame and Philosophy, 87–122. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230583184_4.

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Anttila, Raimo. "Language, cognition and linguistics." In Linguistics and Philosophy, 11. Amsterdam: John Benjamins Publishing Company, 1985. http://dx.doi.org/10.1075/cilt.42.05ant.

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Tollefsen, Deborah, and Kevin Ryan. "Group Cognition." In The Routledge Companion to Philosophy of Psychology, 766–82. Second edition. | Abingdon, Oxon ; New York, NY : Routledge, Taylor & Francis Group, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429244629-48.

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Wolniewicz, Boguslaw. "Ludwik Fleck and Polish Philosophy." In Cognition and Fact, 217–21. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4498-5_11.

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Conference papers on the topic "220312 Philosophy of Cognition"

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Butucea, Maria. "Ideal of cognition in Dao philosophy and education." In The 3rd Human and Social Sciences at the Common Conference. Publishing Society, 2015. http://dx.doi.org/10.18638/hassacc.2015.3.1.187.

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Kupriyanov, Viktor. "TELEOLOGY AS A METHOD OF HISTORICAL COGNITION IN RICKERT'S PHILOSOPHY." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b31/s11.091.

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Ivanova, Anna. "Phenomenology, Existentialism and Postanalytic Philosophy in Modern Social Cognition: Attitude Positions." In Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/cesses-18.2018.171.

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Яшин, Б. Л. "Mathematical ideas in Russian philosophy of the XIX–XX centuries." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.79.38.059.

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среди представителей русской философии XIX–XX вв. было немало тех, кто пытался выявить характер взаимосвязи в процессе познания мира философии и математики. М.С. Аксенов создал метагеометрическую концепцию пространственно-временной модели мироздания, где утверждал, что воспринимаемые человеком объекты как трехмерные на самом деле четырехмерны и существуют в четырехмерном пространстве в абсолютном покое. Идея иллюзорности движения, изменения, развития объективного мира была фундаментом в рассуждениях М.С. Аксенова. Человек, в его понимании, живет в неизменяющейся Вселенной, находясь в непрерывном движении во времени, воспринимаемом им не как свое собственное, а как изменения, происходящие с ней. Ярким представителем плеяды русских математиков-философов был и участник «Московской философско-математической школы» Н.В. Бугаев, разработавший оригинальное учение – аритмологию, которую вместе с математикой он считал специфической методологией, способной помочь в поиске ответов на сложные вопросы научно-философского понимания мира. Еще одной идеей Н.В. Бугаева, где проявилась связь математики и философии, была идея эволюционного развития природного, социального и духовного миров, воплощенная им в его монадологии. Философские работы М.С. Аксенова и Н.В. Бугаева, в которых они использовали математические модели для осмысления мироустройства, способствовали разработке и осознанию роли «философско-математического синтеза» как метода познания. Among the representatives of Russian philosophy of the XIX–XX centuries, there were many who tried to identify the nature of the relationship in the process of cognition of the world of philosophy and mathematics. One of them was M.S. Aksenov, who created the metageometric concept of the space-time model of the universe, where he argued that the objects perceived by man as three-dimensional are four-dimensional and exist in four-dimensional space in absolute rest. The idea of the illusory nature of movement, change, and the development of the objective world was the foundation of M.S. Aksenov's reasoning. Man, in his understanding, lives in an unchanging Universe, being in continuous motion in time, perceived by him not as his own, but as changes occurring with it. A prominent representative of Russian mathematicians and philosophers was also a member of the "Moscow Philosophical and Mathematical School" N.V. Bugaev, who developed an original teaching – arrhythmology, which, together with mathematics, he considered a specific methodology that could help in finding answers to complex questions of scientific and philosophical understanding of the world. Another idea of N.V. Bugaev, where the connection between mathematics and philosophy was manifested, was the idea of the evolutionary development of the natural, social, and spiritual worlds, embodied by him in his monadology. The philosophical works of M. S. Aksenov and N. V. Bugaev, in which they used mathematical models to understand the world order, contributed to the development and awareness of the role of "philosophical and mathematical synthesis" as a method of cognition.
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Taheri, Ali, and Claudio Aguayo. "Embodied immersive design for experience-based learning and self-illumination." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.72.

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Concept-based teaching and learning grounded on a mechanical paradigm has dominated western education tradition since the first industrial revolution. This type of educational tradition is characterised, among other things, by its reductionist and linear mindset that has led to siloed and disconnected knowledge generation. Yet the 21st Century demands us to rethink the traditional roles of the learner, the teacher and the learning environment. Climate change and wicked socio-ecological problems and challenges require a new ‘tradition’ to emerge, dominate and respond to our societal and planetary crisis. Integrated, multidisciplinary and transversal knowledge generation, dissemination and transfer, grounded on a strong critical ethics and philosophical exploration of new alternative educational paradigms, is paramount if we aim to respond accordingly to calls to create a better future today. Today’s 4th industrial revolution fusing Artificial Intelligence (AI) with the Internet of Things (IoT), genetic engineering, quantum mechanics and philosophy, and more is blurring the boundaries between the physical, digital, and biological worlds. This brings along the emergence of new understandings of the nature of human experience, and questions about how to design for it. In this scenario, education must become multidisciplinary again, where new epistemologies are to be the reflection of humanity’s process of change and transformation, while reconnecting with old and ancient knowledge and ways of doing. In the past, knowledge was considered a ‘unity’ whole acquired through journeys in people’s life, from where individuals learn by doing and experiencing every aspect of knowledge. One positive side-effect of embracing a unity view of knowledge today is that we can now make accessible non-western concepts, again, with emphasis on qualitative, subjective, emotional, embodied, ceremonial and spiritual views of knowledge generation and practice. How can we teach such concepts and views within a traditional and reductionist educational western system based on concept-based and siloed education? We cannot. Some knowledge, concepts and notions (known as ‘Qualia’ in the literature) can only be acquired through bodily lived and direct experiences. Today’s digital immersive technology can make it easier to integrate and consume knowledge through digital visualisation and self-led user experiences. New media can afford to provide learners a good foundation on many different disciplines, which normally would take years to achieve based on traditional pedagogy. Experience-based mediums like virtual reality (VR), if used in a non-concept based way, can bridge the knowledge gap existing created by qualia subjects in western societies. Here we argue that the epistemology coming from the Santiago school of cognition, with notions such as embodiment, embodied cognition and enaction, can inform and guide the development of an experience-based type of immersive learning design based on an enactive, self-led user experience. We propose that immersive learning experience design ought to focus first and foremost on ethics and critical philosophy, followed by embodied design for experience-based self-driven illumination. In this presentation we review the conceptual background leading to some examples of current experienced-based learning and self-illumination design exploration in immersive learning design, informed by the epistemology coming from the Santiago school of cognition.
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W. Cholewiak, Roger. "Do you feel... like I do? Individual Differences and Military Multi-Modal Displays." In Applied Human Factors and Ergonomics Conference. AHFE International, 2019. http://dx.doi.org/10.54941/ahfe100213.

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Abstract:
The design and implementation of multi-modal information displays can be affected by individual differences within the target user population. These differences manifest themselves at a number of sensory, perceptual, and cognitive levels. In general, such differences and their ranges are rarely taken into account in system design. Instances of significant differences among “normal” individuals will be considered particularly in the visual, auditory, and tactile sensory modalities. As will be discussed in this review of some of the pertinent literature, there can be substantial variation in sensation, perception, and cognition both within an age group as well as over the age span of the target population. For example, because the ages of military personnel can range over five or six decades, device designers have to account for the fact that levels of sensory sensitivity and acuity deteriorate significantly with age. This paper will survey a number of these individual differences, particularly those that have the potential for complicating the design and general application of informational displays for the military. Subtle variations in individual sensitivity and even perceptual “style” can undermine the “one-size-fits-all” philosophy of display design. These have the potential to affect the utility of the system under battlefield stress conditions.
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